Teacher Hallway Conversation

First Year Teacher: I'm not sure how to help them see this concept beyond the textbook.

Experienced Teacher: How about in this artwork they have on display in the hallway? The perspective is there and it's their own work.

FYT: Of course. Perfect. Thanks for the random math consultation.

(I love teaching in a school that can have 'random math consultations' happening in the hallway.)

From the Point of View of a 5th Grader

We spent a lot of today analyzing various artwork, considering the lines, colors, and shapes, thinking about the emotions conveyed in a painting or sculpture. The discussion was wonderful. Until the end...

Looking at this painting, Niagara Falls from the American Side, William James Bennett after John Robert Murray, published 1840, a fifth grader said, "It looks like a picture we could have taken in the 1970s or 1980s."

I had no response.

First of Many

If the class is about integrating technology and best practices, then why am I told what I will create, how I will create it, and the topic to research?

Grad school makes me crazy.

His Big Eyes said it all, but I had to make sure.

me: "Big Eyes, how was the Peer Mediation conference?"

BE: "WE HAD SODA!"

me: "Wow! What a treat! How was the conference?"

BE: "WE HAD SODA!!"

A little while later, during independent reading:

another student: "Hey, Big Eyes is back."

BE: "WE HAD SODA!!"

I should insert insightful comment here, but I am too busy thinking about the joys of soda at age 10.

Cleaning House

Things I accomplished while avoiding grade bubbling:

- Sanitized Bathroom.
- Mopped and Shined kitchen floor.
- Transformed dirty clothes to clean by going through the whole sorting and washing and drying and folding and putting away process.
- Sorted through shoes, dumped all finalists in closet.
- Moved clothes from floor to hanger.

Just WOW

My run not walk, loud or louder, back talking students won a lunch championship!

I am flabbergasted. And slightly alarmed that there might be a direct connection between their positive behavior and my multi-week sick leave.

Tears & Fears

A young man in my class came over to me sobbing with tears streaming down his face this afternoon, about fifteen minutes after they started writing.

(This must be read very slowly with many sobs in the middle.) "I can't think of anything to write about."

It should be noted that this assignment did not affect their grade in any way. To prepare for next week's state writing test, the students were given six prompts to choose from to do a practice essay. I said, numerous times, that my goal was for them to write to one prompt so that we could sit down together, just the two of us, to identify strengths and consider what they need to really remember next week. I tried really, really hard not to put any pressure on this.

None of that mattered to this student. I can't imagine what the actual test will do to him.

Science Experiment that Got Out of Hand

If you had been in our mod (our temporary building) yesterday you would probably have called the office with concerns about smoke and a burning smell. Most teachers on my hall did.

We've been studying states of matter (solid, liquid, gas) and how temperature affects them. The students wrote experiments to prove that increasing temperature will cause matter to go from solid to liquid to gas and decreasing temperature will do the opposite. I pushed my students to think about something else we could experiment with, besides water, to test this. They decided on marshmallows. So we put some water in a pan with a couple of marshmallows and melted them. We were all fascinated. Gradually we watched all of the water boil off. The students were able to figure out that if there was something left in the pan when all the water was gone then we would know that marshmallows don't become gas. So, this is what was left in the pan. We did talk about the fact that we couldn't get it any hotter to see if a hot enough temperature would cause it to become gas. Then we got interested in several other questions about marshmallows and began doing some research on the computer and smartboard. We left the pan on just to see what would happen. All of the sudden students got really excited and pointed over at the pan. It was bubbling up in a gooey mess and there was a lot of smoke. A couple of students ran over to open the windows (it was below freezing outside) and another opened our classroom door. I stood there waving the pan around trying to figure out how I would explain this to my administrators if we set of the smoke alarm and the whole school had to evacuate. We left the pan sitting in the room for the rest of the day (not on any heat, of course) and students kept stopping by to feel it and observe. I'm not sure what all they learned, but I'm sure they were asking questions, making observations, and behaving like scientists. Probably more than any other time this year.

And, it wasn't as bad as the HazMat visit last year.

A serious post, seriously.

A little bug has been tickling my ear. I think my technologically savvy classroom is missing some much needed curriculum.

My students know how to:
- use a search engine.
- go straight to the source, i.e. go to an art museum site when looking for specific works of art.
- identify the relative source of a site, and therefore discern the authority of the site, by the url address.
- title their discussion board comments so that their reader has a preview of their post.
- evaluate the usefulness of a website in terms of reading level.
- identify the best place to start when researching.

However, in the classroom, my students do this in a controlled environment. I limit their search engines to ones that meet my dirty test. There is an adult monitoring their computer use at all times. Most importantly, their computer time has a higher purpose. They are researching for a specific project, they are commenting on a content focused class discussion board, or they are exploring teacher picked websites. There is little wiggle room for play.

But what about at home? What about when there is no adult in the room? No teacher demanding content specific results? I have given them the skills to effectively use technology, why wouldn't they want to practice at home?

In my zeal for knowledge, I forgot to teach my students the most important lesson: safety. So, I currently enrolled my students into ATES 101: Stranger Danger and the Internet. The professor is a bit flakey and doesn't always have a plan, but it is better then nothing.

Delayed Opening with Hot Chocolate

In my haste to write the previous post, and thereby cleanse myself of some stress and guilt, I did not give proper credit for the brilliant hot chocolate idea. Organized Chaos was the genius from whom I got the idea. (Sadly, I'm not sure which exact post.)

I have to say that the process of making hot chocolate for the 17 students who are here today and all of us enjoying it as we read has done wonders for my insides.